Abstract:
In the last decade, the increased rate of childhood obesity has been a global concern. The school
curriculum has been noted to play an important role in addressing this issue, as it increases students’
awareness of health issues and nutrition. Although the role of food and nutrition practice is
significant there is little research focusing on the actual implementation of food and nutrition
programmes.
The purpose of this study is to investigate food and nutrition practice in New Zealand schools. The
research will explore what food and nutrition content is taught and how this content is being
delivered in class. These two aspects will be achieved by the investigation of key knowledge,
teacher resources, time allocation at each year level, general class activities and issues in food and
nutrition practice.
Participants in this research were teaching or had taught food and nutrition courses in 2020. They
were identified via two subject associations associated with food and nutrition in New Zealand.
Data was collected using an online questionnaire and semi-structured interviews were undertaken
with three teachers volunteers. Analysis of the data identified the four key topics taught; food safety;
cookery; knife and food preparation skills; and differentiation between items and food packaging.
Teachers considered professional organisations as the most beneficial resources. The amount of
tuition time allocated, differed as a result of the age and requirements of the children. Generally, the
teaching strategies used in class depended on the teacher and they emphasised the importance of a
combination of theoretical and practical sessions. Finally, the main issues raised by respondents
were the lack of money to purchase ingredients and other resources and the large class sizes.